484 KANSAS CITY REVIEW OF SCIENCE. 
ber the rules of common fractions, of square and cube root, of syntax! And to- 
day the majority of children are ground through the educational machine in the 
same old way; and when they are asked for reasons for the answers given when 
questions are propounded, they are sure to reply ‘‘the books say so.” The old 
system has very little in it to make independent thinkers. It is no wonder that 
for ages in the olden times only one system of medicine was in vogue—public 
‘opinion compelled all to follow in the footsteps of Hippocrates and Galen. It is 
no wonder that the masses of the people at the present day are startled into open- 
mouthed wonder by the veriest knaves, and are led off after will-o’-the-wisps 
because they appear to be something of worth. The majority of people are 
guided by external appearances—just as they were in going through their text- 
books—nor ever seek for undercurrents or causes. 
But now let us look in upon a school where Nature is unfolded to the chil- 
dren—or rather by the children. No text-books are used in the lower grades— 
only the wide-spread volume of Nature is kept before them. They are directed 
to bring in leaves, or flowers, or insects, or rocks, or anything else of manifold 
Nature. Attention is directed to differences and resemblances. 
A fundamental idea or two is given to them by the teacher, and then they 
fully verify these ideas by examining the objects in hand. The fact becomes each 
child’s personal property, not because book or teacher says so, but because they 
themselves, by personal experience, have proven it to be true. It has become 
verily a part of the child—a solid growth. Having grasped in this way a few 
fundamental ideas, the process of sub-dividing according to some prominent 
characteristic, apparent in many of the objects at hand, easily follows; and soon 
analytic and synthetic processes, based on personal observation and thoroughly to 
be relied on, because matters of personal experience, produce a strength of mind 
and independence of thought not to be acquired in any other way. As far as 
anything pertaining to the material world goes, they become strangers to credulity, 
and only that is accepted as truth which has been tried and stood the test. I 
grant some may drift into infidelity because they attempt to prove all things both 
finite and infinite, and fail; but I would rather have some infidelity among much 
strong wisdom, than all-abounding credulity. 
Thus far I have considered the value of the Natural Sciences as subjects of 
mental discipline in our schools. But the study of Nature has other points of 
value. It affects our personal welfare. Nature is all about us—ourselves the 
highest and noblest factors in it. To make our personal welfare the best possible, 
we should know ourselves; but a full knowledge of ourselves demands acquaint- 
ance with all that can affect us in any way: we are affected by universal Nature. 
We live continually in the presence of Nature and behold constantly its phe- 
nomena. If we know not the relations existing between ourselves and the phe- 
nomena we behold, then we are apt to be like the people of old—superstitious 
and forever in dread. But beyond the mental effects we may experience, there 
are others of much more importance—even physiological ones. 
